Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
How Mississippi is Using the ICP to Improve the Quality of Inclusive PracticesBrookes Publishing
See how one technical assistance program is improving the quality of the state's childcare centers and preschools using the Inclusive Classroom Profile.
This document discusses strategies for measuring and improving student, family, school, and classroom engagement. It provides an overview of engagement research showing the benefits of positive school climate and relationships. Data sources for measuring engagement include surveys of students, teachers, and families. The document suggests activities for exploring current engagement data to identify strengths and areas for growth. The goal is to determine next steps for enhancing learning experiences and engagement for all.
This document discusses research on the effects of homework at different school levels and the role of parents in supporting homework. The main points are:
1) There is little evidence that homework benefits learning at the primary school level, but more support for benefits at the middle and high school levels.
2) Parental involvement is most effective when it encourages student autonomy rather than being overly controlling and focuses on the learning process rather than just outcomes.
3) An authoritative parenting style with warmth and reasonable control tends to benefit student motivation and learning, while authoritarian or laissez-faire styles do not.
This document discusses the role of homework in education. It summarizes surveys of parents, students, and teachers which found that most students spend 1-3 hours per night on homework. This contradicts teachers' beliefs that homework should take less time. The document also discusses misunderstandings around homework, such as the belief it promotes learning and standardized test scores. Guidelines are presented for making homework more effective and reducing stress, such as making it more student-directed and ensuring time for other activities. The impact of excessive homework on family relationships is also examined. Overall, the document questions current homework practices and whether changes should be made.
This document outlines an agenda for a coaching PBIS workshop. The morning sessions will cover coaching models, characteristics of effective coaches, and district-level PBIS coaching. After lunch, the focus shifts to school-level PBIS coaching responsibilities, scenarios, and assessments. Expectations are set for participants to be responsible, respectful, and kind. Coaching basics are then reviewed, including the 5 C's model and traits of good coaches. The remainder explores district and school-level coaching duties and challenges through group discussions and activities.
This document discusses research on the effects of homework. It finds that homework may be beneficial for academic achievement in high school but there is little support for benefits in primary school. Homework does not clearly develop independent learning skills as believed, though skills can be taught in the classroom. While older students are more self-regulated, their motivation may decrease as costs of homework outweigh benefits. The document explores debates around homework historically and asks teachers to discuss implications for school homework policy based on the research presented.
The document discusses reflective practice and describes a set of cards called the C&K Reflective Practices Cards that are meant to facilitate reflection. It explains that reflective practice is a key principle in early childhood education. The cards contain topics, principles, practices, learning outcomes, and qualities of character. Educators are encouraged to choose cards, discuss them in groups using different levels of reflection, and think of other ways to use the cards to enhance reflective practice.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
How Mississippi is Using the ICP to Improve the Quality of Inclusive PracticesBrookes Publishing
See how one technical assistance program is improving the quality of the state's childcare centers and preschools using the Inclusive Classroom Profile.
This document discusses strategies for measuring and improving student, family, school, and classroom engagement. It provides an overview of engagement research showing the benefits of positive school climate and relationships. Data sources for measuring engagement include surveys of students, teachers, and families. The document suggests activities for exploring current engagement data to identify strengths and areas for growth. The goal is to determine next steps for enhancing learning experiences and engagement for all.
This document discusses research on the effects of homework at different school levels and the role of parents in supporting homework. The main points are:
1) There is little evidence that homework benefits learning at the primary school level, but more support for benefits at the middle and high school levels.
2) Parental involvement is most effective when it encourages student autonomy rather than being overly controlling and focuses on the learning process rather than just outcomes.
3) An authoritative parenting style with warmth and reasonable control tends to benefit student motivation and learning, while authoritarian or laissez-faire styles do not.
This document discusses the role of homework in education. It summarizes surveys of parents, students, and teachers which found that most students spend 1-3 hours per night on homework. This contradicts teachers' beliefs that homework should take less time. The document also discusses misunderstandings around homework, such as the belief it promotes learning and standardized test scores. Guidelines are presented for making homework more effective and reducing stress, such as making it more student-directed and ensuring time for other activities. The impact of excessive homework on family relationships is also examined. Overall, the document questions current homework practices and whether changes should be made.
This document outlines an agenda for a coaching PBIS workshop. The morning sessions will cover coaching models, characteristics of effective coaches, and district-level PBIS coaching. After lunch, the focus shifts to school-level PBIS coaching responsibilities, scenarios, and assessments. Expectations are set for participants to be responsible, respectful, and kind. Coaching basics are then reviewed, including the 5 C's model and traits of good coaches. The remainder explores district and school-level coaching duties and challenges through group discussions and activities.
This document discusses research on the effects of homework. It finds that homework may be beneficial for academic achievement in high school but there is little support for benefits in primary school. Homework does not clearly develop independent learning skills as believed, though skills can be taught in the classroom. While older students are more self-regulated, their motivation may decrease as costs of homework outweigh benefits. The document explores debates around homework historically and asks teachers to discuss implications for school homework policy based on the research presented.
The document discusses reflective practice and describes a set of cards called the C&K Reflective Practices Cards that are meant to facilitate reflection. It explains that reflective practice is a key principle in early childhood education. The cards contain topics, principles, practices, learning outcomes, and qualities of character. Educators are encouraged to choose cards, discuss them in groups using different levels of reflection, and think of other ways to use the cards to enhance reflective practice.
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Growing a culture of great teaching wellington 17shaun_allison
This document outlines strategies for growing a culture of great teaching at Durrington High School. It discusses six principles of great teaching distilled from educational research and the wisdom of expert teachers. The school implements various professional development strategies to build a shared understanding of these principles and support teachers in applying them, including INSET days, a staff blog, lesson observations, and subject planning sessions. The goal is to reduce variability in teaching quality and grow excellence by focusing on research-backed practices like scaffolding, modeling, questioning, and feedback. Preliminary results suggest the approach may be working as staff retention has increased in recent years.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
The document discusses the importance of developing an effective driving question to guide student inquiry projects. An effective driving question should be open-ended, encourage complex thinking and analysis, focus on an issue without being too broad, be unbiased to allow students to draw their own conclusions, and examine a complex issue in a way that engages students and could support a community-oriented project. Examples are provided of ineffective versus effective driving questions.
Tonio White seeks a position as a lead preschool teacher. He has a Bachelor's degree in Birth-Kindergarten Education from East Carolina University. During his time there, he completed a student teaching internship at Sadie Saulter Preschool where he created lesson plans, engaged students, and worked with IEPs/504s. He also has experience as a tumbling instructor and cheerleading camp counselor where he taught skills to students ages 5-18.
Senior leaders acknowledged that historically there had been a lack of focus on Key Stage 3 (KS3) in their schools, with all attention being placed on Year 11 outcomes. They now recognize the importance of the early secondary education years, as what happens in KS3 significantly impacts future results. One headteacher changed his school's philosophy to prioritize KS3, believing it is the "bedrock" of later success and that getting Years 6 through 10 right means Year 11 will then be successful. The document discusses efforts to raise the profile of KS3, including starting a student voice project, better preparing students for exams, and standardizing assessments and homework across departments to mirror GCSEs and emphasize mastery of content at an earlier stage
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
Homework, Effects on Student Achievement (2010)Jennifer Kaupke
This document summarizes a teacher's implementation of a new classroom policy that eliminated required homework for 5th grade students. The teacher conducted research on the effectiveness of homework which showed mixed or no benefits for younger students. A survey of parents found that most supported the new policy, and observed their children engaging in more independent learning activities at home. By removing required homework, the teacher aimed to reduce frustration and start each school day positively rather than dealing with incomplete homework.
1 30-2015 uv staff day - upload versionRobert Mackey
Brain research is becoming a more popular discussion topic in education, especially in conjuntion with exercise and learning. Authors like John J. Ratey, MD, who wrote SPARK: The Revolutionary New Science of Exercise and the Brain, and John Medina, who wrote Brain Rules: 12 Principals for Surviving and Thriving at Work, Home, and School, have made this a very intriguing topic as we look to improve student achievement in public and private schools. This presentation is a brief introduction of the potential of exercise for brain growth and development; and its implications for learning and many other things.
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
Mentoring for Early-Career Physics Teachers (Institute of Physics)Brightside
Here are some potential modifications SPS could consider based on the issues identified:
1. Improve participant distribution by targeting recruitment in underrepresented regions.
2. Increase engagement by offering more flexible support options like online resources teachers can access on their own schedule. Set clear expectations for minimum contact.
3. Refocus mentoring on physics teaching practice through activities like lesson observations, feedback and sharing teaching materials. Provide general support through other means.
The project has potential to effectively support early career physics teachers. With some adjustments to address distribution, engagement and focus, it could better achieve its goals.
The document provides tips for creating a respectful classroom environment including establishing high expectations for academic achievement, clear expectations for classroom behavior, and dealing with disruptions quickly. It also discusses proactively considering classroom areas, student positioning, material organization and accessibility, and adaptations to maximize student focus and success.
Transitions between nursery and reception during the EYFS What WorksTerri Lee Buckley
This document is a dissertation submitted by Terri Lee Buckley to the University of Derby in partial fulfillment of a Bachelor's degree in Early Childhood Studies. It investigates transitions between nursery and reception during the Early Years Foundation Stage. The dissertation includes a literature review that defines the transitional process and identifies factors that can positively or negatively influence transitions, such as attachments, friendships, parental involvement, and communication. It also discusses what constitutes "quality" in transitions. The methodology section outlines the research methods to be used, including teacher interviews, parent questionnaires, and child conferencing. The dissertation aims to determine if a specific nursery-to-reception transitional process is deemed beneficial, and which factors ensure a successful transition.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.
This document outlines strategies for mentoring early career teachers through different stages of development. It discusses building teacher resilience through co-regulation, co-learning, feeling safe, and mindfulness. Mentor responses should provide clear guidance for teachers in survival mode, encourage experimentation for those gaining optimism, listen and question more advanced teachers, and coach mature teachers in coaching conversations. It also recommends providing professional development opportunities for new teachers to develop support networks.
This document outlines Kristen Joe's teacher leader project at KIPP Heartwood Academy. It discusses the implementation of an advisory period to focus on team building and restorative circles. While intended to be proactive, the time was not consistently used and lacked planning. Joe's goals as the 5th grade SEL coordinator are to improve students' self-reported social-emotional skills and recommend implementing a Second Step curriculum. Analysis of discipline and survey data show improvements in behaviors and interpersonal skills from the curriculum's use.
The Education Team at Dulwich College International shared data from over 4,000 student interviews conducted across nine Dulwich College International schools at this year’s IB Global Conference in Hong Kong. Read thought leadership articles from our Education Team on https://www.dulwich.org/careers/thought-leadership
Speaking Truth to Policy: The Importance of Quality Educational and Human De...youth_nex
Patrick Tolan, Presentation given at the 2013 Steele Symposium at the University of Delaware, April 2013
http://curry.virginia.edu/news/updates/tolan-delivers-keynote-on-research-policy-and-youth-development
Growing a culture of great teaching wellington 17shaun_allison
This document outlines strategies for growing a culture of great teaching at Durrington High School. It discusses six principles of great teaching distilled from educational research and the wisdom of expert teachers. The school implements various professional development strategies to build a shared understanding of these principles and support teachers in applying them, including INSET days, a staff blog, lesson observations, and subject planning sessions. The goal is to reduce variability in teaching quality and grow excellence by focusing on research-backed practices like scaffolding, modeling, questioning, and feedback. Preliminary results suggest the approach may be working as staff retention has increased in recent years.
An early years curriculum that provides opportunities for children to thriveDr Julian Grenier
Dr. Julian Grenier will discuss challenges in early years education such as attainment gaps starting early and growing over time. He will focus on the importance of language, communication, and pretend play for developing self-regulation and resilience. Developing strong relationships between practitioners and children, as well as practitioners and parents, can help build these skills. An effective early years curriculum should avoid simply "ticking off" skills, instead focusing on step-by-step learning through engaging activities.
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
The document discusses the importance of developing an effective driving question to guide student inquiry projects. An effective driving question should be open-ended, encourage complex thinking and analysis, focus on an issue without being too broad, be unbiased to allow students to draw their own conclusions, and examine a complex issue in a way that engages students and could support a community-oriented project. Examples are provided of ineffective versus effective driving questions.
Tonio White seeks a position as a lead preschool teacher. He has a Bachelor's degree in Birth-Kindergarten Education from East Carolina University. During his time there, he completed a student teaching internship at Sadie Saulter Preschool where he created lesson plans, engaged students, and worked with IEPs/504s. He also has experience as a tumbling instructor and cheerleading camp counselor where he taught skills to students ages 5-18.
Senior leaders acknowledged that historically there had been a lack of focus on Key Stage 3 (KS3) in their schools, with all attention being placed on Year 11 outcomes. They now recognize the importance of the early secondary education years, as what happens in KS3 significantly impacts future results. One headteacher changed his school's philosophy to prioritize KS3, believing it is the "bedrock" of later success and that getting Years 6 through 10 right means Year 11 will then be successful. The document discusses efforts to raise the profile of KS3, including starting a student voice project, better preparing students for exams, and standardizing assessments and homework across departments to mirror GCSEs and emphasize mastery of content at an earlier stage
The document provides an overview and update on the Development Matters guidance for early years education in the UK. It discusses reducing practitioner workload, focusing more on children's communication and helping those at risk of falling behind. Over 200 practitioners and various experts and organizations provided feedback. The revised guidance will be published in September pending approval. It emphasizes professional judgement, play-based learning, and assessing what is important rather than collecting unnecessary data. It also focuses on curriculum design, pedagogy, partnership with parents, and ensuring coverage without overloading children.
Homework, Effects on Student Achievement (2010)Jennifer Kaupke
This document summarizes a teacher's implementation of a new classroom policy that eliminated required homework for 5th grade students. The teacher conducted research on the effectiveness of homework which showed mixed or no benefits for younger students. A survey of parents found that most supported the new policy, and observed their children engaging in more independent learning activities at home. By removing required homework, the teacher aimed to reduce frustration and start each school day positively rather than dealing with incomplete homework.
1 30-2015 uv staff day - upload versionRobert Mackey
Brain research is becoming a more popular discussion topic in education, especially in conjuntion with exercise and learning. Authors like John J. Ratey, MD, who wrote SPARK: The Revolutionary New Science of Exercise and the Brain, and John Medina, who wrote Brain Rules: 12 Principals for Surviving and Thriving at Work, Home, and School, have made this a very intriguing topic as we look to improve student achievement in public and private schools. This presentation is a brief introduction of the potential of exercise for brain growth and development; and its implications for learning and many other things.
This document discusses goals, feedback, and evidence-based teaching. It emphasizes focusing teaching efforts on areas that will make the biggest difference for students. Effective feedback is difficult but important - it should help students progress and believe that effort leads to success. Formative assessment via feedback is highlighted as an effective way to check student understanding and guide further learning. The document provides examples of low-tech formative assessment techniques like mini-whiteboards and traffic light signals.
Mentoring for Early-Career Physics Teachers (Institute of Physics)Brightside
Here are some potential modifications SPS could consider based on the issues identified:
1. Improve participant distribution by targeting recruitment in underrepresented regions.
2. Increase engagement by offering more flexible support options like online resources teachers can access on their own schedule. Set clear expectations for minimum contact.
3. Refocus mentoring on physics teaching practice through activities like lesson observations, feedback and sharing teaching materials. Provide general support through other means.
The project has potential to effectively support early career physics teachers. With some adjustments to address distribution, engagement and focus, it could better achieve its goals.
The document provides tips for creating a respectful classroom environment including establishing high expectations for academic achievement, clear expectations for classroom behavior, and dealing with disruptions quickly. It also discusses proactively considering classroom areas, student positioning, material organization and accessibility, and adaptations to maximize student focus and success.
Transitions between nursery and reception during the EYFS What WorksTerri Lee Buckley
This document is a dissertation submitted by Terri Lee Buckley to the University of Derby in partial fulfillment of a Bachelor's degree in Early Childhood Studies. It investigates transitions between nursery and reception during the Early Years Foundation Stage. The dissertation includes a literature review that defines the transitional process and identifies factors that can positively or negatively influence transitions, such as attachments, friendships, parental involvement, and communication. It also discusses what constitutes "quality" in transitions. The methodology section outlines the research methods to be used, including teacher interviews, parent questionnaires, and child conferencing. The dissertation aims to determine if a specific nursery-to-reception transitional process is deemed beneficial, and which factors ensure a successful transition.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This"Back to School" presentation for parents and our community outlines the learning focus for this year and highlights the work that has been done at our favorite school of learning, Wilkeson Elementary.
This document outlines strategies for mentoring early career teachers through different stages of development. It discusses building teacher resilience through co-regulation, co-learning, feeling safe, and mindfulness. Mentor responses should provide clear guidance for teachers in survival mode, encourage experimentation for those gaining optimism, listen and question more advanced teachers, and coach mature teachers in coaching conversations. It also recommends providing professional development opportunities for new teachers to develop support networks.
This document outlines Kristen Joe's teacher leader project at KIPP Heartwood Academy. It discusses the implementation of an advisory period to focus on team building and restorative circles. While intended to be proactive, the time was not consistently used and lacked planning. Joe's goals as the 5th grade SEL coordinator are to improve students' self-reported social-emotional skills and recommend implementing a Second Step curriculum. Analysis of discipline and survey data show improvements in behaviors and interpersonal skills from the curriculum's use.
The Education Team at Dulwich College International shared data from over 4,000 student interviews conducted across nine Dulwich College International schools at this year’s IB Global Conference in Hong Kong. Read thought leadership articles from our Education Team on https://www.dulwich.org/careers/thought-leadership
School Leaders Licensure Assessment Review: From This Book: SLLA Crash Course...Wafa Hozien
From: SLLA Crash Course (2017). With two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. This is a review session that I hold that documents what an education leader may encounter. Each of the questions in this powerpoint focus on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals.
The document discusses measuring social emotional learning in educational programs. It provides an overview of social emotional learning and the CASEL model. It then discusses how the GYLI program measures SEL through creating a logic model, distinguishing between outputs and outcomes, using pre- and post-program evaluation tools, and analyzing results to improve programming. The GYLI program designs various domestic and international experiences for students and teachers to develop skills like leadership, service, and cultural awareness over multiple years.
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
The Secrets to Student Engagement & Compliance in Online Learning PresentationCirculus Education
Our first Industry Drinks Event of 2016 was held on the 19th of February, and was all about Student Online Engagement and Compliance. We are often asked countless questions around improving the student experience in online learning, so we've decided to answer all your questions! In this presentation, our Managing Director, Caroline Brock, shares the secrets of how to strike a balance between compliance, student outcomes, and business growth in online learning.
This document discusses standards-based assessment and teaching in the Philippines education system. It begins by outlining the objectives of defining standards-based assessment as mandated by DepEd Order No. 73 and identifying the differences between content and performance standards. It then discusses some issues in Philippine education like low student performance, poor facilities, and teacher competence. The document suggests that current teaching focuses too much on rote memorization and getting good grades rather than understanding. It advocates for instructional leadership to intensify standards-based assessment and teaching to develop students' skills and prepare them better for a globalized world.
Ms. Bond, a kindergarten teacher, received a teaching observation report. She was rated as proficient in most teaching standards including classroom leadership, content knowledge, instructional strategies, and reflection on student learning. Areas marked as developing included school leadership, adapting instruction to student needs, home/school collaboration, communication, and openness to change. The observer's comments provided suggestions for improvement such as increasing parent communication and scaffolding instruction for English learners. Overall, the report portrayed Ms. Bond as performing well for a new teacher but still developing in some areas like incorporating leadership roles and adapting to student diversity.
This document discusses becoming a professional early childhood educator. It covers adhering to professional standards, the importance of reflective teaching, and evaluation processes. It also discusses developing teaching skills through trying new approaches, getting advice, and setting goals and objectives. Finally, it outlines various career options in early childhood education and the importance of professionalism and developing a teaching portfolio.
Presentation given to Year 7 Parents on 3rd September at Countesthorpe Leysland Community College with useful tips and advice on how best to support your child.
The student support services at CCMS aim to help students develop academically, socially/emotionally, and with career skills through a comprehensive program. The goals are to 1) prepare students for current and future education, 2) help students with attendance, academic, behavioral or adjustment concerns, 3) educate students on self-awareness and respect for others, 4) encourage parental involvement, and 5) annually review student progress. Support is provided through individual and group counseling, classroom lessons, referrals to support teams, and communication between staff, students, and parents.
This document provides information about a diploma in educational leadership and management from Dar-e-Arqam School in Abbottabad, Pakistan. The diploma aims to equip students with knowledge of educational management and leadership, enable them to apply research and theory to improve their institutions, and allow professional development through reflection. The document outlines several topics that will be covered in the program, including leadership styles, building a conducive learning environment, managing co-curricular activities, human resource management, and developing a strategic vision.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
This document summarizes a board meeting on social and emotional learning (SEL). It includes presentations from experts on defining SEL, the research supporting SEL, economic benefits of SEL programs, and teacher and student perceptions of SEL. SEL is defined as developing competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows SEL programs improve academic achievement, behavior, and well-being. Cost-benefit analyses find SEL programs yield an average return of $11 for every $1 invested. Teachers and students believe SEL prepares students for school, careers, and life. The meeting discusses implementing free-standing SEL standards and measuring factors like growth mind
This document provides an agenda and materials for an ACL cohort retreat held at Grand Traverse Resort on July 26, 2016. The retreat was facilitated by Derek Wheaton and focused on redesigning organizations. Some key points covered include:
- Providing current and relevant information to participants
- Modeling teaching strategies and shaping a supportive learning environment
- Focusing on school culture and providing tools leaders can use right away
- Discussing the importance of ensuring challenging, engaging instruction and high-performance school cultures
- Reviewing behavior and grade data from a high school that implemented positive school culture initiatives like a focus center and seminar/intervention hour, which correlated with reductions in discipline issues and failed grades.
1) Developing a peer mentoring program can help sustain online students by providing academic and non-academic support to address issues like isolation, technical problems, or personal crises.
2) An effective peer mentoring program pairs successful past students with current ones to model best practices, facilitate discussions, and maintain close communication with faculty.
3) Proper training, compensation, and assessment of mentors and the overall program are essential to ensure mentors understand expectations and the program meets its goals of improving student performance, satisfaction, and retention.
Breaking the Mold: Identifying and Enhancing Students’ International Experien...CIEE
In this session, we'll challenge the notion that study abroad is an elitist luxury. We'll focus on how it supplies students with competitive global employability. Through a series of interactive methods, study abroad professionals will reflect on the career-enhancing opportunities available in overseas programs and take away effective strategies to help students identify opportunities abroad that meet their professional goals, maximize their experience, and capitalize on new networks and critical skills that help to create an edge as employable candidates in the job market.
Evidence based approaches to alcohol and drug prevention in schoolsMentor
This document discusses evidence-based approaches to drug prevention with young people. It begins by explaining why an evidence base is needed, as prevention activities are recognized as cost-effective but difficult to evidence. The evidence shows that multi-component, whole-school approaches that provide regular life skills sessions through interactive teaching methods are most effective. It also notes that shock tactics and one-off informational sessions do not work as well. The document provides examples of evidence-based programs and encourages tailoring prevention activities to meet young people's specific needs by assessing data sources.
Psychoactive Substance Act: Measuring its EffectivenessMentor
Presented by Jeremy Sare, Director of Policy and Communiations at Mentor UK on 24 May 2017.
For more information about NPS, visit http://mentoruk.org.uk/legal-highs/
The Psychoactive Substances Act: Measuring its EffectivenessMentor
Jeremy Sare, Director of Policy and Communications, presented this session at the UK NPS Conference on May 24th.
About the UK NPS Conference
This conference aims to take an objective view of the success of the Act and examine continuing threats to our communities caused by the use of NPS. There are certainly sectors where there are significant problems remaining. We want to focus on what are the best means of overcoming them.
Smoking, drinking and drug use by young people in England [2017 update]Mentor
The document summarizes trends in smoking, drinking, and drug use among young people in England. It finds that rates of alcohol and tobacco consumption are declining, while rates of e-cigarette use are rising. Drug use peaks at age 15, with cannabis being the most commonly used illicit drug. New psychoactive substances were popular before being banned, but rates of use for these and other illicit drugs are generally low. The document advocates for comprehensive education programs in schools to build resilience, promote accurate social norms, and teach life skills to reduce substance use among youth.
Ecosystems of prevention: building local practice networks [EUSPR 2016]Mentor
Mentor UK undertook a review of the drug education provision in secondary schools across Brighton and Hove in Sept 2015-Feb 2016 to support evidence-based delivery at a local level. The process not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community. The case study was presented at this year's EUSPR conference in Berlin, to demonstrate effective strategies to support local agents to implement evidence based practice and develop strong prevention systems.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
Drug Aware is an intervention providing schools with resources and support by involving “whole school communities”, which includes young people, parents/carers, teachers and other school staff, as well as partners such as drug services and the police.
Michael O'Toole DfE presentation: Supporting schools to develop young people'...Mentor
This document discusses the importance of supporting schools to develop students' character and resilience. It argues that teaching life skills and promoting academic excellence go hand in hand to help students succeed both in school and later in life. The document presents evidence that programs which build resilience can have long-term benefits, including improved behavior, attainment, further education rates, and reduced health and criminal issues. It highlights two case studies, one demonstrating how a local partnership helped strengthen drug education, and another outlining the positive evidence and impacts of the Good Behavior Game, a classroom management approach. The overall message is that schools must be supported to provide opportunities that allow students to thrive.
Improving Schools-Based Drug and Alcohol EducationMentor
This presentation was given at the Primary Care and Public Health 2016 Conference. It explores effective ways to improve school-based alcohol and drug education, ensuring the use and promotion of evidence based practice.
Protecting young people in the UK from designer drugs [UNODC expert panel, Ma...Mentor
Presentation by Emilio Torrini, Mentor research analyst.
"Designer drugs and Social Prevention" an event held as part of the 59th Session of the Commission on Narcotic Drugs
14-22 March 2016, organised by The Academic Council on the United Nations System (ACUNS).
A life course approach to preventing drugs & alcohol risks [March 2016 Int'l ...Mentor
A life-course approach to preventing drug and alcohol risks, presented at the Home Office's International Crime & Policing Conference 2016.
Presentation from Mentor CEO Michael O'Toole and Andrew Brown, formerly of DrugScope and now working with Mind and PHE.
Mentor_ Making it work:Systems thinking around prevention Mentor
This presentation explains why it is important to develop a community of practice around evidence based prevention. To implement sustainable evidence-based practice, it is crucial to work in partnerships as a connected ecosystem. This way various actors within the community will: develop best practices, build a strong evidence base for what works, and support each other in protecting children and young people from harm by building their self-efficacy and resilience to risk as they move through childhood and adolescence.
This presentation discusses the importance of measuring outcomes to demonstrate the impact and effectiveness of projects. It emphasizes that funders want to see evidence that a project will achieve measurable changes. The presentation provides guidance on defining needs, identifying appropriate outcomes and indicators, and measuring progress. It also explains why randomized controlled trials provide the strongest level of evidence and discusses key criteria like minimizing bias that are important for reliable evidence.
The Role of Education & Prevention in Reducing Prevalence of NPS [January 2016]Mentor
Presentation from January 20, 2016.
Inside Government forum 'Tackling Drug Abuse: Addressing the Prevalence of Legal Highs'
More information: http://www.insidegovernment.co.uk/event-details/tackling-drug-abuse/601
Effekt: A parent's perspective on alcohol educationMentor
This document discusses adolescent alcohol use and the role of parents in influencing adolescent drinking behaviors. It provides data from longitudinal studies showing that a brief parent-focused intervention called EFFEKT was effective at maintaining parents' restrictive attitudes towards underage drinking and decreasing rates of drunkenness and delinquency in adolescents over time compared to a control group. The intervention aimed to educate parents, change misconceptions, and provide strategies to prevent and handle adolescent drinking.
Substance Use Prevention Education, Training & Support [UNESCO Expert Meeting...Mentor
Presentation by Jamila Boughelaf, ADEPIS Project Manager at the International Expert Meeting on Substance Use among Children and Young People, held in Istanbul by UNESCO, UNODC and WHO in October 2015.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
7. cfchildren.org
Benefits of SEL Competence
Increase
instruction
time &
ability to
stay on task
Decrease
disruptive and
aggressive
behavior
Increase
students’
capacity to
learn
Decrease
negative internal
behaviors
8. cfchildren.org
Early Predictor of Later Success
A 2015 study following
kindergarten children for two
decades, showed that
prosocial skills including
self-regulation, are key
predictors of positive
outcomes for young adults
later in education,
employment, criminal activity,
substance abuse and mental
health.
9. cfchildren.org
• Learning-to-learn skills
• Listening and verbal communication
• Adaptability: creative thinking and problem solving
• Personal management: self esteem, goal setting,
self motivation
• Group effectiveness: interpersonal skills,
negotiation, teamwork
• Organizational effectiveness & leadership
• Competence in reading, writing, & computation
-U.S. Department of Labor: Employment and Training Administration 2011
Employers Value SEL
10. cfchildren.org
Outcomes for Academic Success
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., and Schellinger, K. (2011).
The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based
Universal Interventions. Child Development, 82, 405-432.
• 23% gain in social-emotional skills
• 9% gain in attitudes about self/others/school
• 9% gain in pro-social behavior
• 11% gain on academic achievement
• 9% difference in problem behavior
• 10% difference in emotional distress
Reduced Risks for Failure
11. cfchildren.org
1 2
43
Benefits of SEL on School Climate
Helps students
form healthy
relationships with
peers & teachers
Students with
good social skills
build connections
to school
Classrooms
with socially
skilled students
are calmer
Social skill
competence helps
students cope
with challenges
13. cfchildren.org
Second Step Elementary School
Program Improves Student Skills
Improvements in Prosocial Skills, Empathy, Conduct Shown with Second Step Program
Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social–emotional competence:
An evaluation of the elementary version of Second Step.® Journal of School Psychology, 53, 463–477.
Improved
Student
Outcomes
Significant
skill gains for
higher need
students
Teachers
easily
delivered
lessons
High levels
of student
engagement
14. cfchildren.org
Second Step Early Learning Program
improves Executive Function Skills
Upshur, C. C., Heyman, M., Wenz-Gross, M. (2017). Efficacy trial of the Second Step Early Learning
(SSEL) curriculum: Preliminary outcomes.® Journal of Applied Developmental Psychology, 50, 15–25.
Improved
Executive
functions
Program
includes
emphasis on
EF
Teachers used
more EF
reinforcement
Teachers
played Brain
Builder games
22. cfchildren.org
Brain Builder Games
▪ Overall message: Your brain can get stronger and
smarter with practice and effort – growth mindset
▪ Develops Executive Function skills
Working Memory, Impulse Control, and Focusing
Attention
▪ Short games with rules
▪ Played several times per week, K-3
▪ Lessons in grades 4 and 5 also begin with an
activity
26. cfchildren.org
How do you teach
the program
successfully?
How do you teach the
program successfully?
27. cfchildren.org
Training materials are available online
at secondstep.org and are included in
the program.
• Early Learning Training Toolkit
• K-8 Online Interactive Training
• Ongoing support via phone and
web-based meetings
• Annual Second Step Leadership
Institute (District Leaders)
Professional Development Included
29. cfchildren.org
• Fully scripted,
explicit instruction
• Lesson planning
notes included
• Engaging activities
for skill practice
• Academic
Integration
activities included
Teach all the Lessons
30. cfchildren.org
Grade Level Number of Lessons
Lesson Length
One time per week
K 25 20–25 minutes
1 22 25–30 minutes
2 22 30–35 minutes
3 22 30–35 minutes
4 22 35–40 minutes
5 22 35-40 minutes
Optional: 5 additional lessons for the Bullying Prevention Unit
6 additional lessons for the Child Protection Unit
32. cfchildren.org
Reinforcement Tools
Second Step Principal Toolkit
▪ Morning announcements
▪ School assembly scripts
▪ Staff meeting activities
▪ Conversation guides
▪ Digital tools and more!
Fun Extras
33. cfchildren.org
• Intuitive web-based platform
• Dynamic research-based and
student-centered lessons
• Plus advisory activities!
• Flexible content: Can fill
from 1 to 5 days a week of
advisory
• Professional learning
included
• Principal Toolkit (Beta)
available
NEW Second Step Middle School Program
35. cfchildren.org
NEW Program Lesson Topics
Weekly lessons are approximately 25 minutes
Mindsets & Goals
6 or 7 lessons per grade
Values & Friendships
5 lessons per grade
Thoughts, Emotions, & Decisions
5 lessons per grade
Serious Peer Conflicts
9 lessons per grade
41. cfchildren.org
Policies & Procedures for Administrators
Bullying Prevention Online Training
Recognize, Respond, Report for ALL staff
How to teach the lessons and engage families
1
2
3
43. cfchildren.org
Be Safe and respectful
The Bullying Prevention Unit Teaches
How to recognize bullying
How to report bullying
How to be a bystander who helps
How to refuse bullying
1
2
3
4
5
49. cfchildren.org
Teaching &
Implementation Tools
What’s on secondstep.org?
Staff Training Resources
Video Examples &
Classroom Demos
Digital versions of
program resources
Family Resources and
tools to engage families
1 3
2 4
5
50. cfchildren.org
New! Classroom Mindfulness
▪ Daily 5-6 minute mindfulness sessions that help teachers manage
their classroom and boost their student’s Second Step skills
▪ Free to sign up at mindyeti.com!